Despite the centrality of math teacher educators (MTEs) in teacher education, we know little about the nature of professional learning opportunities for MTEs to develop and enhance the knowledge needed to teach prospective teachers. Existing models for supporting MTEs in developing their knowledge and practice do not address how to prepare novice MTEs in initially learning to teach prospective teachers. We present a professional learning model we have been pursuing for supporting novice MTEs and the generation of and role for community artifacts, namely lesson plans, in that model. We outline the process by which we implement, analyze, and collectively revise lesson plans so that they are continually improved over time to serve as artifacts that better instantiate what members of the local community are learning about how to support novice MTEs through identification of their problems of practice. Finally, we problematize the model we are investigating and propose implications of this model and questions raised by our work with the goal of inviting further discussion about supporting novice MTEs.

尽管数学教师教育者（MTE）在教师教育中处于中心地位，但我们对MTE开发和增强教授准教师所需知识的专业学习机会的性质知之甚少。现有的支持MTE发展其知识和实践的模型并没有解决如何在初学者学习中学习MTE的新方法，以培训准教师。我们提供了一种我们一直追求的专业学习模型，以支持新手MTE以及该模型中社区工件（即课程计划）的生成和作用。我们概述了实施，分析，并集体修订课程计划，以便随着时间的推移不断改进课程计划，以更好地实例化本地社区成员正在学习的有关如何通过识别新手MTE的问题来学习如何为其提供支持的实例。最后，我们对正在研究的模型进行了质疑，并提出了该模型的含义以及我们的工作提出的问题，目的是邀请有关支持新手MTE的进一步讨论。